Effects Of Micro-lesson In English Grammar Teaching Of Senior High School

In modern society,with the continuing development and popularization of science technology and information technology,there exist a variety of electronic products in our life,which not only influences our life but also creates an opportunity for the development of education.The application of information technology in teaching is more and more extensive,and the application of micro-lesson as modern information technology in teaching is gradually increasing.And many researches show that it is effective to improve students’ grammar scores by using micro-lesson in English grammar teaching,whose contents are relatively dull.Consequently,the author wonders whether micro-lesson can take the place of the teacher’s role in class.The author makes a comparative study on two kinds of micro-lesson teaching methods: The research aims to explore whether the two teaching methods can improve the students’ grammar grades and whether the micro-class teaching with teacher’s guidance is more effective than the micro-class teaching without teacher’s guidance when teaching noun clauses.Then it discusses whether micro-lesson can replace the role of teachers in classroom teaching in grammar teaching.Under the guidance of constructivism theory,learning motivation theory and other theories,the author taking noun clauses as examples,makes a research which has been lasted for half a year.In this research,two classes in Senior Grade Two in YouYang No.2 middle school has been chosen as the research targets.The research aims to explore whether the two teaching methods can improve the students’ grammar grades and whether the micro-class teaching with teacher’s guidance is more effective than the micro-class teaching without teacher’s guidance when teaching noun clauses,then it discusses what’s the students’ attitude on the two teaching methods.In this study,teacher guidance refers to the teacher’s leading-in behavior,management behavior and guidance behavior in the classroom,in which the leading-in behavior refers to how the teacher stimulates students’ interest in learning,wakes up the existing knowledge and defines the learning objectives of the micro lesson;the management behavior refers tothe teacher’s control of the classroom time and students’ learning state,and timely emphasizes the difficulties;the guidance behavior refers to that teachers pay attention to encourage students in the classroom,with timely and targeted guidance.Then it discusses whether micro-lesson can replace the role of teachers in classroom teaching in grammar teaching.In order to ensure validity of the research targets,the author did a pretest between the two classes before the experiment and it was concluded that the two classes had similar performance in noun clauses.Then the author adopted micro-lesson under the guidance of teachers in experimental class while only the micro-lesson was used in the control class.After the experiment,the author did post-tests between the two classes.In the end,according to the data analysis of the results,it has been known that the two teaching methods both can improve students’ grammar grades and the micro-class teaching with teacher’s guidance is more effective than the micro-class teaching without teacher’s guidance when teaching noun clauses,so micro-class can’t replace the role of the teacher in noun clauses teaching.At last,in order to find out the students’ attitude on the two teaching methods,the author did a questionnaire survey and an interview,and then understand whether the methods make a difference to the students’ attitude to the grammar learning.